Computers and the collaborative experience of learning
Computers and the collaborative experience of learning
A goal-based scenario for high school students
Communications of the ACM
Emotional Awareness in Collaborative Systems
SPIRE '99 Proceedings of the String Processing and Information Retrieval Symposium & International Workshop on Groupware
Including Malicious Agents into a Collaborative Learning Environment
ITS '02 Proceedings of the 6th International Conference on Intelligent Tutoring Systems
Adaptive and Intelligent Web-based Educational Systems
International Journal of Artificial Intelligence in Education
A Simulated Student Can Improve Collaborative Learning
International Journal of Artificial Intelligence in Education
Intelligent assistance for teachers in collaborative e-learning environments
Computers & Education
CTRL: A research framework for providing adaptive collaborative learning support
User Modeling and User-Adapted Interaction
Habits of programming in scratch
Proceedings of the 16th annual joint conference on Innovation and technology in computer science education
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
Building Intelligent Interactive Tutors: Student-centered strategies for revolutionizing e-learning
Intelligent Decision Technologies - Special issue on Multimedia/Multimodal Human-Computer Interaction in Knowledge-based Environments
Computers in Human Behavior
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In this paper we discuss how computer supported collaborative learning (CSCL) can be deployed to develop new skills and habits in students at university level. These considerations led to the development of an adaptive environment to develop good programming habits. We start by describing the difficulties in teaching and learning programming and more concretely, in making students good programmers. Afterwards, we explain why group work is an adequate approach to learn programming. Next HabiPro, an environment that trains students in Programming is described. The principal features of this system are: It is adaptive: depending on the group features the environment proposes different pedagogic methodologies and different exercises. The tool promotes collaboration and interaction among the students. The pedagogic methodologies are based on reflection, observation, and relation. Finally, we present our conclusions and discuss future work.